This volume brings together the work of a wide range of scholars to explore the long and complex history of the relationships between churches and education. Christianity has always been involved in education, from the very earliest teaching of those about to be baptised, to present-day churches' involvement in schools and higher education. Christianity has a core theological concern for teaching, discipleship and formation, but the dissemination of Christian ideas and positions has not necessarily been an explicitly didactic process. Educational projects have served not only to support but also to question and even reconfigure particular versions of the Christian message, and the recipients of education have also both received and subverted the teaching offered. Under the editorship of Morwenna Ludlow, this volume explores the ways in which churches have sought to educate, catechise and instruct the clergy and laity, adults and children, men and women, boys and girls.
Table of Contents
Introduction; 1. Education and pleasure in the early church: perspectives from East and West (Presidential Address); 2. Dialogue in the monastery: hagiography as a pedagogical model; 3. 'Instructing readers' minds in heavenly matters': Carolingian history writing and Christian education; 4. Penitential manuscripts and the teaching of penance in Carolingian Europe; 5. Educating the local clergy, c.900-c.1150; 6. Prelacy, pastoral care and the instruction of subordinates in late twelfth-century England; 7. 'I found this written in the other book': learning astronomy in late Medieval monasteries; 8. Peter Canisius and the development of Catholic education in Germany, 1549-97; 9. Nature and nurture in the early Quaker movement: creating the next generation of Friends; 10. Convent schooling for English girls in the 'exile' period, 1600-1800; 11. Preachers or teachers? Parish priests and their sermons in the late Enlightenment Habsburg Empire; 12. Danish catechism in action? Examining religious formation in and through Erik Pontoppidan's Menoza; 13. 'The glory of the age we live in': Christian education and philanthropy in eighteenth-century London charity schools; 14. Catechizing at home, 1740-1870: instruction, communication and denomination; 15. Saving souls on a shoestring: Welsh circulating schools in a century of change; 16. The political dimension of the education of the poor in the National Society's Church of England schools, 1811-37; 17. Schools for the poor in mid-nineteenth-century Devon: towards an explanation of variations in local development; 18. They 'come for a lark': Ragged School Union teaching advice in practice, 1844-70; 19. Religious and industrial education in the nineteenth-century Magdalene asylums in Scotland; 20. Scottish Presbyterianism and the national education debates, 1850-62; 21. Exporting godliness: the Church, education and 'higher civilization' in the British Empire from the late nineteenth century; 22. Conversion and curriculum: Nonconformist missionaries and the British and Foreign School Society in the British West Indies, Africa and India, 1800-50; 23. The rise, success and dismantling of New Zealand's Anglican-led Māori education system, 1814-64; 24. 'The one for the many': Zeng Baosun, Louise Barnes and the Yifang School for Girls at Changsha, 1893-1927 (Kennedy Prize); 25. British world Protestant children, young people, education and the missionary movement, c.1840s-1930s; 26. 'In perfect harmony with the spirit of the age': The Oxford University Wesley Guild, 1883-1914; 27. Churches and adult education in the Edwardian era: learning from the experiences of Hampshire Congregationalists; 28. 'The catechism will save society, without the catechism there is no salvation': secularization and catholic educational practice in an Italian diocese, 1905-14; 29. 'War to the knife'? The Anglican clergy and education at the end of the First World War; 30. Fighting the tide: church schools in south Buckinghamshire, 1902-44; 31. British Sunday Schools: an educational arm of the churches, 1900-39; 32. Western establishment or Chinese sovereignty? The Tientsin Anglo-Chinese college during the Restore Educational Rights Movement, 1924-7 (President's Prize); 33. The British Council of Churches' influence on the 'radical rethinking of religious education' in the 1960s and 1970s.